physical science - paulding county school district / …€¦ · sps10. students will investigate...
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PHYSICAL SCIENCEDaily plans
12/1/14 EQ: How does electricity and magnetism “connect?”
Reminder: Complete missing assignments
Opening: Read notes
TO DO: Notes review, Practice problems, Video
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/4/14 EQ: How does electricity and magnetism “connect?”
Reminder: ABS
Opening: Read notes
TO DO: Notes review, Practice problems, Video
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/5/14 EQ: How does electricity and magnetism “connect?”
Reminder: Test Tuesday
Opening: Start on study guide
TO DO: Notes, Practice problems, Electricians
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/8/14 EQ: How does electricity and magnetism “connect?”
Reminder: Test Wednesday
Opening: Continue working study guide
TO DO: Notes, Practice problems
Closing: How have electromagnetic waves changed the world?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/9/14 EQ: How does electricity and magnetism “connect?”
Reminder: Test Wednesday
Opening: Continue working study guide and magnetism study guide
TO DO: Notes, Practice problems
Closing: How have electromagnetic waves changed the world?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/10/14 EQ: How does electricity and magnetism “connect?”
Reminder: Quiz today, TEST tomorrow
Opening: Continue working study guide and magnetism study guide
TO DO: Quiz, Practice problems
Closing: How have electromagnetic waves changed the world?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
12/11/14 EQ: How does electricity and magnetism “connect?”
Reminder: Test Wednesday
Opening: Continue working study guide and magnetism study guide
TO DO: Quiz, Practice problems
Closing: How have electromagnetic waves changed the world?
http://learnoas.ctb.com/GA/
STANDARDSPS10. Students will investigate the properties of electricity and magnetism.
a. Investigate static electricity in terms of friction induction conduction
b. Explain the flow of electrons in terms of alternating and direct current. The relationship among voltage, resistance and current.
Simple Series and Parallel Circuits.
c. Investigate applications of magnetism and/or its relationship to the movement of electrical charge as it relates to electromagnets simple motors permanent magnets
11/20/15• EQ: Essential Question 3: How
are the characteristics of waves affected by the type of medium?
Reminder: Turn in Project
Opening: Study for test
TO DO: TEST, Video
Closing: Thanksgiving
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/19/15 • EQ: Essential Question 3: How are the characteristics of waves affected by the type of medium?
Reminder: Turn in recovery work
Opening: Study for quiz
TO DO: Quiz, practice problems (if needed), Practice test
Closing: 3, 2, 1
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/18/15 EQ: Essential Question 2: How do the properties of sound waves affect our everyday experiences?
Reminder: Turn in project TODAY
Opening: Finish drawings
TO DO: Sound waves video, Drawing of wave behaviors: term, picture, key word (from definition)
Closing: How are waves & energy related?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/17/15 • EQ: Essential Question 3: How are the characteristics of waves affected by the type of medium?
Reminder: Turn in project (if you haven’t already)
Opening: Recovery work – TURN IN
TO DO: Wave notes, drawing, & Video
Closing: How are waves & energy related?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/16/15 EQ: Essential Question 1: How are waves, matter, and energy related?
Reminder: Turn in project (if you haven’t already)
Opening: Video on waves
TO DO: Notes, Drawing, video
Closing: How are waves & matter related?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interactions.
11/10/14• EQ: Essential Question 4: How
are wavelengths detected by the human eye?
Reminder: TEST Wednesday
Opening: Take out notes & review
TO DO: Wave notes, Wave practice problems (if needed)
Closing: Wave lab set-up
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/11/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: TEST Thursday
Opening: Take out notes & review
TO DO: Wave terms review sheet, Wave practice problems (if needed)
Closing: Wave lab set-up
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/12/14• EQ: Essential Question 4: How
are wavelengths detected by the human eye?
Reminder: TEST Thursday
Opening: Work on study guide
TO DO: LAB Preview, LAB, Wave practice problems (if needed)
Closing: Clean-up
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/13/14• EQ: Essential Question 4: How
are wavelengths detected by the human eye?
Reminder: TEST Thursday
Opening: Study for TEST
TO DO: TEST
Closing: LAB prep
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/14/14• EQ: Essential Question 4: How
are wavelengths detected by the human eye?
Reminder: Recovery assignments (Wednesday & Friday)
Opening: Lab prep
TO DO: LAB
Closing: Clean-up
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/17/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments (Wednesday & Friday)
Opening: Lab recap
TO DO: NOTES, Drawing, Video
Closing: LAB corrections or misconceptions and what you learned.
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/18/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments (Wednesday & Friday)
Opening: Drawing
TO DO: NOTES, Videos
Closing: LAB corrections or misconceptions and what you learned.
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/19/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments (Today & Friday)
Opening: Take out all information from Waves unit
TO DO: Recovery work, Lab corrections
Closing: N/A
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/20/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments on Friday)
Opening: Review
TO DO: NOTES, Videos
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
12/1/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments
Opening: Review
TO DO: NOTES, Videos
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
12/2/14 • EQ: Essential Question 4: How are wavelengths detected by the human eye?
Reminder: Recovery assignments
Opening: Read article
TO DO: Article review, Video
Closing: How can we use electromagnetic waves safer?
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interaction.
11/13/15 EQ: Why can energy not be created or destroyed?
Reminder: Test Today
Opening: Study for test
TO DO: TEST
CLOSING: Turn in portfolio assignments/sheet
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/12/15 EQ: Why can energy not be created or destroyed?
Reminder: Test Tomorrow
Opening: Start on review packet
TO DO: Complete review packet
CLOSING: Finish lab questions
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/11/15 EQ: Why can energy not be created or destroyed?
Reminder: Portfolio sign-off
Opening: Take out
TO DO: Flow of energy WS, CCR WS, Finish lab
CLOSING: Draw examples for CCR
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/10/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Study for quiz
TO DO: Energy transfer WS, Draw a chain of energy transfer (the goal is to included 7 forms of energy), Video – CCR (finish), CCR WS
CLOSING: Lab prep
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/09/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup, quiz tomorrow
Opening: Law of conservation of energy
TO DO: Types of energy WS, Video – CCR, CCR WS, Lab prep
CLOSING: How can I save energy?http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/06/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Any questions/concerns about your project
TO DO: Computer lab
CLOSING: Share 1 interesting fact about your project.http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/05/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Project talk
TO DO: Computer lab
CLOSING: Share a description of your type of energy source.http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
• Find the potential and kinetic energy of a 3.5 kg ball drop from 5 m at a speed of 2 m/s.
11/04/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Find the potential and kinetic energy of a 3.5 kg ball drop from 5 m at a speed of 2 m/s.
TO DO: PE/KE review, Energy transfer WS, Video – CCR, CLOSING: Law of conservation of energyhttp://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
11/02/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: When does a falling ball have the most kinetic energy?
TO DO: PE/KE practice, Video –energy transfer – 2, Energy transfer WS
CLOSING: Law of conservation of energyhttp://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/30/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: What type of energy does a ball sitting on a table have?
TO DO: Types of PE/KE – Group, Video, Complete graphic organizer – Group presentation, PE/KE practice
CLOSING: Game – show me (no talking)
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/29/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: What is the major factor to determine an objects potential energy? kinetic energy?
TO DO: Notes – PE/KE, Graphing, Types of PE/KE - Group
CLOSING: Game – show me (no talking)
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/28/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Name any and all types of energy
TO DO: Notes, Video
CLOSING: Game – show me (no talking)
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/28/15 EQ: Why can energy not be created or destroyed?
Reminder: Test makeup
Opening: Name any and all types of energy
TO DO: Notes, Video
CLOSING: Video
http://learnoas.ctb.com/GA/
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/27/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: TEST makeup
Opening: Lab prep
TO DO: Lab
Closing: Lab post question
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/26/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: TEST makeup
Opening: Test Review
TO DO: Test Recovery work
Closing: Lab prep talk
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/23/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: TEST Today
Opening: Study for test
TO DO: TEST
Closing: Create a Rube Goldberg’s machine
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/22/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Quiz today, TEST Tomorrow
Opening: Study for quiz
TO DO: Quiz, Calculate the Mechanical Advantage of a machine or object.
Closing: What are some simple machines that you use?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/21/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Quiz today X - SUB
Opening: Study for quiz
TO DO: Quiz, LAB
Closing: What are some simple machines that you use?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/20/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Quiz tomorrow
Opening: Solve the problem
TO DO: Calculate work and power, Video
Closing: What are some simple machines that you use?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/19/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in EdHeadsassignment
Opening: Study notes
TO DO: Computer Lab – Part 1, Computer Lab – Part 2, Video
Closing: What are some simple machines that you use?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/16/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Make-up test/quiz
Opening: Study notes
TO DO: Computer Lab – Part 1, Computer Lab – Part 2
Closing: What are some simple machines that you use?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/15/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Conferences, Make-ups
Opening: Study for quiz
TO DO: Quiz, Notes - 1, Video, Worksheet
Closing: What are some simple machines that you use (on a regular basis)?
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/14/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Conferences, Make-ups
Opening: Use your technology to identify 2 examples of each type of simple machine.
TO DO: Notes - 1, Video, Worksheet – Work
Closing: What are some simple machines that you use (on a regular basis)?
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/13/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Conferences, Make-ups
Opening: Use your technology to identify 2 examples of each type of simple machine.
TO DO: Notes - 1, Video, Worksheet – Work
Closing: What are some simple machines that you use (on a regular basis)?
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/12/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Conferences, Make-ups
Opening: Our greatest weakness lies in giving up. The most certain way to succeed is always to try just one more time.Thomas A. Edison
TO DO: Pre-test, Show last test (tomorrow), Notes - 1, Video, Worksheet
Closing: At what point/time in our history where simple machines invented at a staggering rate?
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/8/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make-up quiz or test
Opening: Pre-lab questions
Instruction: LAB
Closing: What are some things that could have made the results more accurate/precise?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
10/6/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make-up quiz or test
Opening: Pre-lab questions
Instruction: LAB
Closing: What are some things that could have made the results more accurate/precise?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
10/6/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make-up quiz or test
Opening: Pre-lab questions
Instruction: LAB
Closing: What are some things that could have made the results more accurate/precise?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
10/2/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make-up quiz or test
Opening: Pre-lab questions
Instruction: LAB
Closing: What are some things that could have made the results more accurate/precise?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
10/1/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Quiz today
Opening: Study for quiz
Instruction: Quiz, Video, Notes, Momentum practice
Closing: 3 2 1http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/30/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make up Test
Opening: Complete and sign off on Unit Challenge WS
Instruction: Notes, Practice problems – acceleration, begin Graphing 1st law, 2nd law, 3rd law
Closing: What does a flat line mean on a velocity-time graph?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/18/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make up Test
Opening: Complete and sign off on Unit Challenge WS
Instruction: Notes, Practice problems – acceleration, begin Graphing, Video
Closing: What does a flat line mean on a velocity-time graph?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/17/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Test Tomorrow, Make up Test, Portfolio sheet
Opening: Begin Review
Instruction: Notes, Practice problems – acceleration, begin Graphing, Video
Closing: What does a upward sloped line mean on a velocity-time graph?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/16/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make up Test
Opening: Study for quiz
Instruction: Quiz, velocity-time graph and questions, Video
Closing: What does a upward sloped line mean on a velocity-time graph?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/15/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make up Test
Opening: Complete and sign off on Unit Challenge WS
Instruction: Notes, Practice problems – acceleration, begin Graphing, Video
Closing: What does a flat line mean on a velocity-time graph?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/14/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Make up Test
Opening: Finish Unit Challenge
Instruction: Notes, Practice problems - acceleration
Closing: What are some examples of negative accelerationhttp://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/11/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Test TODAY, Graphing for recovery
Opening: Study for Test
Instruction: Test
Closing: Unit Challengehttp://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/10/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Test Friday, Graphing WS for recovery
Opening: Begin practice problem review
Instruction: Test Review (grouping)
Closing: Study guide reviewhttp://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/9/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Quiz Today, Test Friday, Graphing WS for homework
Opening: Portfolio sign-off, Quiz review
Instruction: Understanding graphs WS, Quiz, Finish lab questions
Closing: Whiparoundhttp://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/8/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Quiz Tomorrow, Test Friday
Opening: Complete graphing WS (8 minutes)
Instruction: Notes, Graphing WS for homework
Closing: Quiz reviewhttp://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/4/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Lab today
Opening: Lab prep and reminders
Instruction: Lab
Closing: What could have been done differently to make the lab more accurate/precise?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/3/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Lab tomorrow
Opening: Complete #1 on the Displacement WS
Instruction: Notes, Graphing WS
Closing: What does a flat line on a graph represent?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/2/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Quiz today
Opening: Study for quiz
Instruction: Notes, Walk to school WS
Closing: What does it mean when a slope on a graph gets steeper?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
9/1/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Quiz tomorrow
Opening: Work on problem #3 on Speed WS
Instruction: Notes, Speed WS
Closing: What happens to the time traveled, if I increase the distance an object travels? http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
8/31/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Turn in portfolio sheet, Finish displacement WS
Opening: What is the difference in speed and velocity?
Instruction: Notes, Speed WS
Closing: If I drive 70 mph for 210 miles. How long will it take me to get there?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
8/28/15 EQ: How can motion be described using the concepts of speed, velocity, and acceleration?
Reminder: Turn in portfolio sheet
Opening: How can the relationship, s = d/t, be used to determine speed, distance, and time?
Instruction: Notes, Displacement WS (grouping)
Closing: Can the displacement of an object be greater than the distance the object traveled?http://learnoas.ctb.com/GA/
GA Milestone practice test
STANDARDSPS8. Students will determine relationships among force, mass, and motion.
a. Calculate velocity and acceleration.
8/27/15 EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Turn in all portfolio items
Opening: Discuss test
Instruction: Test review (grouping)
Closing: Discuss looping opportunity
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/26/15 EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Test Today
Opening: Study for Test
Instruction: Graphing & Density review
Closing: Test summary
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/25/15EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Test Tomorrow
Opening: Finish Density worksheet
Instruction: Review for test (grouping)
Closing: Any questions?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/24/15EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Test Wednesday
Opening: Finish working on density WS
Instruction: WS, notes, density problems
Closing: Why are bowling balls considered to be more dense than a basketball?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/21/15EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Test Wednesday
Opening: Finish working on density WS
Instruction: WS, notes, density problems
Closing: Why do we rate the density of graphite in a pencil?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/20/15EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Quiz Tomorrow
Opening: Finish working on accuracy/precision WS
Instruction: Finish throws and graph, Notes, WS
Closing: How could we have better performed the lab?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/19/15EQ: What the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Quiz Thursday
Opening: Finish working on worksheets
Instruction: Conversion and Graphing WS
Closing: How can I best keep track of my progress in class?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/18/15EQ: What the the fundamental SI units for length, mass, and volume? Do you have some intuitive feel for what they represent? Prove it?
Reminder: Quiz Wednesday
Opening: Triple beam balance & graduated cylinder WS
Instruction: Identifying units worksheet
Closing: What is the difference between precision and accuracy?
http://learnoas.ctb.com/GA/
STANDARD
Units of Measurement
8/17/15 EQ: How can we be sure that each process has steps to it?
Reminder: TEST Today
Opening: Study, Video – IV-DV
Instruction: Test
Closing: Test Review
http://learnoas.ctb.com/GA/
STANDARD
8/14/15EQ: How can we be sure that each process has steps to it?
Reminder: Study for test on Monday, Portfolio sheet
Opening: Finish SM worksheet
Instruction: Sponge Bob investigations WS, SM sheet, Independent v. dependent sheet
Closing: Video – IV-DV
http://learnoas.ctb.com/GA/
STANDARD
8/13/15 EQ: How can we be sure that each process has steps to it?
Reminder: Study for quiz
Opening: Sponge Bob investigations #2
Instruction: Scientific method notes, Quiz, SM sheet, Independent v. dependent sheet
Closing: How might an experimenter choose to share his/her findings?
http://learnoas.ctb.com/GA/
STANDARD
8/12/15 EQ: How can we be sure that each process has steps to it?
Reminder: Study
Opening: How do the procedures of an experiment affect the outcome?
Instruction: Scientific method notes, SM sheet, Independent v. dependent sheet
Closing: What was the independent variable in the Maria Story?
http://learnoas.ctb.com/GA/
STANDARD
8/11/15 EQ: How can we be sure that each process has steps to it?
Reminder: Study
Opening: Do all experiments seek to measure an outcome? Why or why not?
Instruction: Scientific method notes, Maria Story, Article
Closing: What was the independent variable in the Maria Story?
http://learnoas.ctb.com/GA/
STANDARD
8/10/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Test Today
Opening: What are some problems that may occur during an experiment?
Instruction: Scientific method notes
Closing: Lab recap
http://learnoas.ctb.com/GA/
STANDARD
8/7/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Turn in all signed forms, Test Monday
Opening: What steps would you use to solve a problem or answer a question?
Instruction: Scientific Method sheet, notes, video song
Closing: Lab recap
http://learnoas.ctb.com/GA/
STANDARD
8/6/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Turn in all signed forms, Test tomorrow
Opening: Define the following: observe, infer, synthesize, analyze
Instruction: Lab, Scientific Method
Closing: Lab recap
http://learnoas.ctb.com/GA/
STANDARD
8/5/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Turn in all signed forms, Quiz Today
Opening: Identify the emergency equipment in the room.
Instruction: Lab safety picture, Quiz, Learning style
Closing: Discuss learning styles
http://learnoas.ctb.com/GA/
STANDARD
8/4/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Turn in all signed forms, Quiz tomorrow
Opening: 3 – Name lab equipment 2 – List 2 lab safety rules, 1 –describe one lab safety hazard you have witnessed
Instruction: Lab Safety Rules, Drawing, Videos
Closing: Lab recap
http://learnoas.ctb.com/GA/
STANDARD
8/3/15 EQ: Why is it important to follow all lab safety rules?
Reminder: Turn in all signed forms
Opening: I follow three rules: Do the right thing, do the best you can, and always show people you care. – Lou Holtz
Instruction: Syllabus, Lab Safety Rules
Closing: Lab recap
http://learnoas.ctb.com/GA/
STANDARD
10/02/14EQ: Why can energy not be created or destroyed?
Opening: Finish the worksheet from yesterday and begin the practice problem for kinetic & potential energy.
TO DO: KE & PE practice problems
SPS 8
10/03/14 EQ: Why can energy not be created or destroyed?
Opening: Study for quiz
Energy
Energy transformation
Kinetic/Potential problem
TO DO: Game – show me (no talking)
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/06/14 EQ: Why can energy not be created or destroyed?
Opening: C0mplete any unfinished assignments
TO DO: Next assignment
Closing:
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/07/14 EQ: Why can energy not be created or destroyed?
Opening: C0mplete Bookwork assignments
TO DO:
Closing:
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/08/14 EQ: Why can energy not be created or destroyed?
Opening: Study for TEST
TO DO: TEST
Closing:
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/09/14 EQ: Why can energy not be created or destroyed?
Opening: Complete heat transfer sheet in groups
TO DO: Study guide
Closing: Go over all study guide questions
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/10/14 EQ: Why can energy not be created or destroyed?
Opening: Study for TEST
TO DO: TEST
Closing: Handout project information
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/16/14 EQ: Why can energy not be created or destroyed?
Opening: Study
TO DO: Notes, Worksheet, Video
Closing: Discuss project
Reminder: Quiz tomorrow
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/17/14 EQ: Why can energy not be created or destroyed?
Reminder: Turn in project
Opening: Study
TO DO: Quiz, Notes, Worksheet, Video
Closing: In every man’s heart there is a secret answer to the vibrations of beauty.
- Christopher Morley
STANDARD
SPS7. Students will relate transformations and flow of energy within a system.
a. Identify energy transformations within a system (e.g. lighting of a match).
b. Investigate molecular motion as it relates to thermal energy changes in terms of conduction, convection, and radiation.
c. Determine the heat capacity of a substance using mass, specific heat, and temperature.
d. Explain the flow of energy in phase changes through the use of a phase diagram.
10/22/14 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Study notes
TO DO: Notes, Calculating Mechanical Advantage, Computer Lab (Prep) on EdHeads Simple machines
Closing: What examples do we have of mechanical advantage in the real world?
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/23/14 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Computer Lab, Study notes
TO DO: Study guide
Closing: Review
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/24/14 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Study notes, MA practice
TO DO: TEST
Closing: When the best things are not possible, the best may be made of those that are. - Richard Hooker, 1554-1600
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/27/14 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Recovery work
TO DO: Mechanical Advantage problems
Closing: A good plan violently executed now is better than a perfect plan executed next week.
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
10/28/14 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Recovery work
TO DO: SUB
Closing: A good plan violently executed now is better than a perfect plan executed next week.
http://learnoas.ctb.com/GA/
STANDARD
SPS8. Students will determine relationships among force, mass, and motion.
e. Calculate amounts of work and mechanical advantage using simple machines
12/20/15 EQ: Why is mechanical advantage an important concept when building machines?
Reminder: Turn in project (if you haven’t already)
Opening: Recovery work (10 min)
Instruction: Finish MA worksheet
Closing: Wave notes
http://learnoas.ctb.com/GA/
STANDARDSPS9. Students will investigate the properties of waves.
a. Recognize that all waves transfer energy. b. Relate frequency and wavelength to the energy of different types of electromagnetic waves and mechanical waves. c. Compare and contrast the characteristics of electromagnetic and mechanical (sound) waves. d. Investigate the phenomena of: reflection, refraction interference diffraction. e. Relate the speed of sound to different mediums. f. Explain the Doppler Effect in terms of everyday interactions.
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